Tag Archives: assessments

Assessments and evaluations for professionals provide tools to evaluate and assess motor, sensory, speech, language, academic, functional, and other critical areas. Using assessments and evaluations for professionals guides targeted intervention planning.

The DASH-2: Assessing Handwriting Speed and Legibility

Assessments,
The DASH2- Detailed Assessment of the Speed of Handwriting

Handwriting remains an important skill for recording information, expressing one’s thoughts on paper and communicating ideas to others, despite the increasing use of technology in educational settings. Writing demands placed upon students increase as they progress from primary, through secondary, to further and higher education. Confident, legible, and fast handwriting can support success both within the educational system and in workplace settings that still require the ability to write legibly and fast.

The most important objective in acquiring the skill of handwriting is to be able to write legibly, however, in many situations, the speed of handwriting is also important.

Based on this realization, the authors of the DASH-2 (who are experts in motor control) wanted to provide a reliable measure of the speed of handwriting while at the same time accounting for legibility. Thus, when measuring the speed of production, only letters/words that are legible within the context of the writing are counted. 

Uses of the DASH-2

The primary aim of the DASH-2 is to provide a reliable age-appropriate measure of handwriting speed and legibility. Data from the DASH-2 can be used to:

  • identify individuals with handwriting difficulties
  • determine eligibility for extra support 
  • provide a detailed description of handwriting performance
  • contribute to diagnostic assessment (e.g. Dysgraphia)
  • monitor progress and evaluate intervention effectiveness
  • aid research

DASH-2 Tasks

The DASH-2 contains five handwriting tasks:

  • Copy Best: Copying a sentence in ‘best’ handwriting for 2 minutes
  • Alphabet Writing: Writing lower case letters in alphabetic order from memory continuously for 1 minute
  • Copy Fast: Copying letters in words and words in sentences from a model sentence that contains all the letters of the alphabet quickly for 2 minutes. This is the same sentence used in Copy Best.
  • Graphic Speed: Drawing X’s in circles for 1 minute
  • Free Writing: Writing on the topic of My Life of Past/Present/Future for 10 minutes

Interpretation of Test Results: The 7Ss and 4Ps

Although the main focus is on speed and legibility, the authors encourage obtaining other useful information about an individual’s handwriting and written expression. They offer a format that is part of the Record Form for making Qualitative Observations during the testing.

The 7Ss are features of the examinee’s handwriting that can be observed in the finished product:

  1. Shape/letter formation
  2. Size
  3. Spacing
  4. Slant/slope
  5. Stringing together/joining
  6. Site/sitting on the line
  7. Shakiness

The 4Ps have been associated with poor handwriting outcomes.

  1. Posture
  2. Paper Position
  3. Pen/Pencil Grip
  4. Pressure 

Types of Scores:

The DASH-2 yields different types of scores pertaining to the five DASH-2 tasks:

  • Raw scores and scaled scores for each of the four core tasks
  • A total Standard Score
  • Percentile equivalents for the total standard score

The four types of supplementary scores provide:

  • A scaled score for the Graphic Speed task
  • a Copy Speed Difference score for the Copy Best/Copy Fast tasks
  • The percentage of illegible words from Free Writing
  • A WPM score for each section on the Free Writing task, to provide a profile of the whole Free Writing task

Summary:

This relatively new handwriting assessment fills a gap in our tools for the evaluation of handwriting speed and legibility for older students. Developed by the same authors of the Movement Assessment Battery for Children – Third Edition who are experienced in observing motor control and evaluation development, we can feel comfortable in getting reliable results from the DASH-2. It is being used in some exciting research projects at the University of Washington. We think it is an important component in our ability to identify handwriting difficulties with a standardized and reliable assessment.

Guest Blogger: Karen Conrad Weihrauch, ScD, OTR/L 

Transition Planning Inventory-3 Overview & Review

Assessments, Life Skills and Transition Planning, ,
The Transition Planning Inventory - Third Edition

The Individuals with Disabilities Act (IDEA) of 1990 instituted a transition mandate for students receiving special education services.  IDEA 2004 expanded on this to include planning across all areas including community participation, independent living, and continuing education. The Transition Planning Inventory, now in its 3rd edition, was designed to address these mandates. As described in the TPI-3 Administration and Resource Guide, the primary purpose of the TPI-3 is “to assess the transition needs, strengths, preferences, and interest of students at the secondary level” (Patton & Clark, 2021, 14*)   The domains covered within the TPI-3 are working, learning, & living. 

Information is gathered from:

Core Rating Forms 

  • Three forms (Student, Home, and School) Each form contains 57 statements related to transition planning.
  • Each form is organized according to 11 planning areas; Career Choice & Planning, Employment Knowledge & Skills, Post Secondary Training/ Education, Functional Communication, Self Determination, Independent Living, Personal Money Management, Community Involvement & Usage, Leisure and Recreation, Health, & Social/Interpersonal Relationships.

Preference &  Interest Forms

  • Intended to gather information about a students preference and interest
  • Two versions available; basic (intended to be used early in the transition process) and advanced (intendended to be administered when a student is close to leaving school).
  • An optional Home Preference and Interest Form is also available.

Information is compiled through:

Profile & Further Assessment Recommendation Form

  • All information is summarized on this form consisting of 6 sections; 1.) general information, 2.) likely setting for postsecondary outcomes, 3.) student’s preference, interests, and strengths, 4.) results of other assessments, 5.) student profile, 6.) further assessment and information.

Summary of Performance Data

  • The purpose of this form is to give users a quick and easy way to compile the information required by IDEA into a Summary of Performance (SOP) document.  

Overall, the TPI-3 provides a comprehensive means to gather key information from all major players in order to create and implement a meaningful transition plan.

Quick Facts

Age Range: 14-21

Administration Time:
Student Rating Form:

  • 15-20 minutes to complete independently
  • 25-30 minutes if administered orally and/or with support.

The Home Core Rating:

  • 15-20 minutes to complete independently
  • 25-30 minutes if administered orally and/or with support.
  • The School Rating Form 10-12 minutes

Student Performance & Interest Form:

  • 10 to 15 minutes to complete independently
  • 20-25 minutes if administered orally and/or with guidance.

Profile & Further Assessment Recommendation Form

  • 10-15 minutes

Publication Year: 2021

Authors:
James R. Patton
Gary M. Clark

Administration Type: Individual

Scoring: Inventory rated on a scale from 0 (strongly disagree) to 5 (strongly agree)

*Patton, J. R., & Clark, G. M. (2021). Transition Planning Inventory Administration and Resource Guide (3rd ed.). Pro-Ed.

Exploring the DO-EAT: An Assessment of ADLs & IADLs

Assessments, Daily Living, Life Skills and Transition Planning,

Answering the 5 Ws & How

Therapists seeking a practical, evidence-based tool for evaluating children’s functional skills will appreciate the DO-EAT Assessment for evaluating ADLs and IADLs.  This unique performance-based assessment is designed to measure how children manage essential Activities of Daily Living (ADLs) and Instrumental Activities of Daily Living (IADLs). By engaging in real-life tasks such as making a sandwich or preparing a drink, children demonstrate their sensory-motor integration, executive functioning, and problem-solving skills. The DO-EAT is a valuable resource for occupational therapists aiming to tailor interventions that promote greater independence and daily success.

 

What is the DO-EAT Assessment?

The DO-EAT is performance-based; students perform three tasks (making a sandwich, preparing a glass of chocolate milk, and completing a certificate of achievement). These tasks are performed in a sequence one right after the other.  Within these three main activities, you have the opportunity to observe the student perform functional tasks that include putting on an apron, setting up the work area, washing their hands, using a knife, following directions, writing, and using scissors.  While the student is performing each task you are observing their ability to perform the given task as well as sensory motor skills (like bilateral coordination, fine motor, and posture), performance skills (like attention, organization, and recall), behavioral and emotional components (like motivation and self-efficacy), and the number and types of cues that were given.   There is a full description of the DO-EAT on Therapro’s website, DO-EAT-Assessment-Tool-for-Children.html.

 

What Is & Isn’t Included?

The Do-EAT includes all of the non-perishable materials needed for the assessment, see Therapro’s website for a full list DO-EAT-Assessment-Tool-for-Children.html.

The kit does not include the perishable items (milk, chocolate powder, and sandwich materials).  What I have found helpful is to keep a stash of powdered milk and an empty milk jug on hand so that I can make milk when needed.  The manual suggests the use of chocolate spread, cream cheese, or hummus for making the sandwich; I usually just keep a jar of Nutella on hand because it has a long shelf life. You will also need bread for the sandwich portion of this; I have access to a freezer so I usually keep a loaf in there but in a pinch I have also asked my very nice cafeteria workers for a slice (for this reason I keep an empty bread bag and clip on hand).

 

 🧑 Who is this Assessment For?

The manual suggests that this assessment is “suitable for children with a chronological or behavioral age of five to eight years old” and that it can be used with children who have a variety of diagnosis including “Developmental Coordination Disorder (DCD), Attention Deficit Hyperactivity Disorder (ADHD), NLD (non-verbal learning disorder) and Learning Disabilities (Rosenblum P.h.D., Josman P.hD., & Goffer M.Sc., 2014)).

I work with high school aged kiddos that have a variety of diagnosis (including autism); all of my students have cognitive delays.  The DO-EAT isn’t appropriate for all of my students but I can use it with my students who have the ability to follow basic directives and who have the physical ability to carry out the three tasks involved.  When I write my evaluations I make note of the intended ages for this assessment and my justification for using it. There are three defined parts of this test so if I am on the fence about a student’s ability to test I start with the first task and see how it goes from there.

It is important to note that this a very language based test, there are no visuals used and the prescribed dialogue can get heavy.  At times, I have found this to be a limiting factor but also a great way to support the need for accommodations including a visual rich environment.  For example, I recently did an evaluation with a boy whose primary diagnosis is autism but who also has apraxia and word finding difficulties; he is generally very capable with routine self care tasks (using the bathroom, managing personal hygiene, preparing simple snacks, etc.) however, this was not reflected in the results of the testing due to the breakdown in language skills.  With this, I was able to show how important visual supports were to his independence and was able to include that within the accommodations of his IEP.

 

   🗺 Where Can the DO-EAT Assessment be Administered

The manual suggests that this assessment can be performed in a variety of environments.  I have only had the opportunity to use it in the school environment (where space is not always easy to come by).  I have been able to use it successfully in just about any room I find available as long as there is a table and two chairs.  You will also need some sort of shelf/ bookcase/ high spot and a stepstool. Access to a sink is also crucial but it doesn’t have to be in the same room.

 

⌛ The Big Question on How Much Time?

The manual suggests that this assessment should take about 30 minutes to administer (Rosenblum P.h.D., Josman P.hD., & Goffer M.Sc., 2014); I would agree with that estimate in most cases. It definitely took me longer in the beginning as I was learning the assessment.  Scoring on the other hand takes a bit and can be a little tedious; it does get quicker with practice! See below for tips on efficiency.

 

❔ Why Do I Love the DO-EAT?

The main reason I find the DO-EAT so useful is that it is performance based.  As a practitioner I feel I get so much more information when I watch students complete an activity.  As OTs we are trained to analyze activities down to the minute detail. With the DO-EAT not only am I able to watch the student perform these activities; the assessment also gives us a structure to analyze the students approach and performance.

 

❓ How Do I Use the DO-EAT?

I use two main assessments to address ADL and IADL function.  Typically I use the PEDI- CAT or The REAL to give me an idea about the specific areas of ADLs or IADLs that a student may be struggling with. From there I use the DO-EAT to answer the “why”.

The observations and analysis of performance skills I gathered while administering the DO-EAT allows me to easily see where a breakdown in a student’s performance is happening (is it an issue with executive function?, is it an issue with decreased fine motor abilities?, etc.) I have a means to connect poor function in a specific ADL or IADL tasks with a cause thus answering the “why”.    In addition, the DO-EAT measures the number and types of cues that a student needs in order to perform a task (does a gestural cue work?, can they figure it out with an indirect verbal prompt?, do they need a direct verbal cue?).   With this information my evaluations and eventual goal writing become focused; in addition I now have a baseline.

 

💡 Other Information & Helpful Tips

  • There is a parent questionnaire used as part of this assessment. The parent questionnaire is great in that it gives you a better understanding of the student’s function in environments that you may not necessarily be able to observe.  What I appreciate, however, is that those responses are not needed to score the evaluation (in my experience, not every questionnaire that gets sent home comes back!).
  • I would recommend practicing this assessment on a colleague/ friend/ spouse/ etc. before using it functionally. There is quite a bit involved with the observation piece of it.
  • The manual describes the setup very well; I have that page marked so that I can “check off” each piece as I go.
  • I put cards in each of my baskets so that the set up is easy and mindless.
    Example of the DO-EAT set up for assessing ADLs & IADLs
  • When learning this assessment, I found it extremely helpful to record the student completing the assessment (I just took a quick video using my phone). There are a lot of details to observe; I found it overwhelming to simultaneously administer the test and also complete the observation checklist.  I was able to get much more information by recording my sessions and then completing the scoring later while watching the video.

Works Cited

Rosenblum P.h.D., S., Josman P.hD., N., & Goffer M.Sc., A. (2014). DO-EAT Performance Based Assessment Tool for Children: Manual. (J. Hahn-Markowitz, M.Sc., Ed., & S. Veeder, Trans.) Wayne, NJ, USA: Maddak Inc.

Allyson Locke, MS, OTR/L
Allyson LockeAllyson is an occupational therapist with a diverse background in both sensory integration and school based practice. She currently works in a school for children and young adults who have significant medical, mental health, and cognitive needs.